生命教育課程對大學生自我概念與生命態度之影響－以東海大學生命教育課程「β計畫」為例

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Title:	生命教育課程對大學生自我概念與生命態度之影響－以東海大學生命教育課程「β計畫」為例
Authors:	郭純芳
Contributors:	陳世佳東海大學教育研究所
Keywords:	生命教育;β計畫;自我概念;生命態度 life education;β project;self concept;life attitude
Date:	2004
Issue Date:	2011-05-19T07:23:46Z (UTC)
Abstract:	摘要在後現代主義盛行、提倡多元化、變遷快速的社會，現代教育的內容比過去更為活潑、實用以及多元。然而，過度強調多元、個體化所帶來的結果不全然是正向的，若缺乏適當的「生命教育」導引，恐將帶來另一波的教育危機。有鑒於國內大學教育偏重專業知識的傳授，較缺乏對於生命意義與價值的探索，東海大學校牧室發展出了一套生命教育課程：「β計畫」，期望幫助大學生從肯定自我出發，建立積極健康之人生觀與價值觀，提升其生命意義與價值感。本研究旨在評估此一課程之實施成效，研究方法採不等組前後測設計，以「中文版田納西自我概念量表(第二版)」與「生命態度剖面圖」作為測量工具，研究設計分為兩個階段，初探研究以自願參加β計畫之34位大學生為實驗組，另選取背景相似之56位大學生為對照組。正式研究進一步將實驗組區分成正式課程組(25位大學生)與非正式課程組(48位大學生)，檢測與對照組(66位大學生)三組間的差異。兩階段研究的實驗組均接受生命教育課程「β計畫」，對照組則沒有介入活動。兩階段研究皆在課程實施前後對實驗組與對照組成員實施前、後測，以單因子共變數分析比較兩組前後測之得分差異。研究結果發現：初探研究中，實驗組在參與「β計畫」課程後，相較於未參加之對照組，其自我概念與生命態度均有顯著的提升；正式研究中，非正式課程組在參與「β計畫」課程後，其自我概念與生命態度高於正式課程組與對照組。正式研究的正式課程組與非正式課程組成員並填寫β計畫回饋問卷，輔以自願者之訪談，提供β計畫實施之參與心得與建議。最後，研究者根據研究結果，提出相關建議以供教育工作者、有關教育單位與未來研究之參考。 Abstract In the age of postmodernism and diversification and social change, the content of modern education became more practical and diverse. However, the over emphasis of diversification and individualism would not always result in good consequences. We need life education to prevent another tide of educational crisis. Furthermore, higher education puts emphasis on teaching professional knowledge instead of discovering the life meaning and life values among university students. Therefore, the Chaplain in Tunghai University developed a life education program “β project” to help university students recognize themselves, build a positive and healthy view about life and raise their sense of life meaning. This study was designed to assess the effects of this life education program, using Tennessee Self-Concept Scale 2(Chinese version) and Life Attitude Profile (LAP) as instruments. This study designed two experiments and both implemented the pretest-posttest nonequivalent groups design. In the first experiment, treatment group (n=34) participated in the β project, while the control group (n=56) did not. In the second experiment, the treatment group was divided into formal class group (n=25) and informal class group (n=48), while the control group (n=66) did not receive the treatment as the fist experiment. Self concept and life attitude were measured before and after this program in both experiments. ANCOVA was used to examine the differences between the groups. The results indicated that: (1) In the first experiment, the β project raised treatment group’s self concept and life attitude. (2)In the second experiment, the informal class group’s self concept and life attitude were higher than the other groups after the β project.(3)The samples in the second experiment finished the 「β project questionnaire」 and several volunteers received interviews, both provided useful feedback and suggestions. In the end, the researcher proposed some suggestions for educators, administrative organizations in charge of education, and future study.
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